Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition

Kathleen Lynne Lane, PhD, BCBA-D, is Professor in the Department of Special Education and Interim Associate Vice Chancellor for Research at the University of Kansas. She worked as a classroom teacher of general and special education students for 5 years. Her research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention. Dr. Lane is Vice President of the Division of Research of the Council for Exceptional Children. She is coeditor of Remedial and Special Education and the Journal of Positive Behavior Interventions and has published over 190 refereed journal articles. She is coauthor of books including Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work. Holly Mariah Menzies, PhD, is Professor in the Charter College of Education at California State University, Los Angeles. She worked as both a general educator and special educator for over 10 years. She has provided staff development in the areas of assessment, language arts, and schoolwide positive behavior support. Her scholarly interests include inclusive education and the role of reform in curricular practices. Dr. Menzies is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; Systematic Screenings of Behavior to Support Instruction: From Preschool to High School; and Managing Challenging Behaviors in Schools: Research-Based Strategies That Work. Wendy Peia Oakes, PhD, is Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Dr. Oakes worked as a special educator for 13 years. Her work focuses on practices that improve educational access and outcomes for young children with and at risk for emotional and behavioral disorders, including the use of comprehensive, integrated, three-tiered (Ci3T) models of prevention. She serves as an associate editor of Behavioral Disorders and Remedial and Special Education, and as coeditor of an annual special issue of Education and Treatment of Children. Dr. Oakes is coauthor (with Kathleen Lynne Lane and associates) of the books Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition; Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies; and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School. Jemma Robertson Kalberg, MEd, BCBA, is a Board Certified Behavior Analyst living in Cape Town, South Africa. She formerly conducted research on supporting students who are at risk for and identified with emotional and behavioral disorders, and was involved in designing, implementing, and evaluating schoolwide positive behavior support plans with academic, behavioral, and social components. In the context of schoolwide positive behavioral support, Ms. Kalberg focused her efforts on using schoolwide screeners to identify students who were nonresponsive to the primary prevention model. Ms. Kalberg is coauthor (with Kathleen Lynne Lane and associates) of Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition, and Systematic Screenings of Behavior to Support Instruction: From Preschool to High School.

I. An Introduction to Comprehensive, Integrated, Three-Tiered Models of Prevention
1. Preventing and Managing Learning and Behavior Challenges in Our Schools: A Comprehensive, Integrated Approach
2. A Look at Evidence Surrounding Tiered Systems
II. Overview of the Ci3T Implementation Manual
3. Designing and Implementing a Ci3T Model: Building a Primary Prevention Plan
4. Examining Tier 1 Efforts: Monitoring Treatment Integrity and Social Validity
III. A Focus on Data-Informed Decision Making
5. Determining How Well Ci3T is Meeting the Goals: Procedures for Monitoring Overall Student Performance
6. Empowering Teachers with Low-Intensity, Teacher-Delivered Strategies
7. Supporting Students Who Require More than Primary Prevention Efforts: Tier 2 and Tier 3
IV. Moving Forward: Considerations for Successful Implementation
8. Understanding Implementation Science: Responsible Implementation of System Change Efforts